Professionally Psyched: Building professionally identity through a student-centred podcast series

Sense of belonging between students and their university is critical to career readiness and an important driver of retention (TESQA, 2020). However, national Quality Indicators for Learning and Teaching (QILT) data shows that, in general, psychology students have the lowest levels of peer engagement (44.8% positive rating) in comparison to other disciplines, which is thought to be a consequence of high levels of external study. While work-integrated learning is integral to developing student understanding of their career pathways, placement-based learning can be restrictive and inflexible for students with location barriers and time-based demands. On this basis, we piloted a podcast series in 2024 that aimed to build professional identity in our department’s undergraduate cohort to enhance belongingness, career pathway clarity, and retention. The podcast series, Professionally Psyched, has been well received by students. To extend the series, our current project aims to incorporate two additional components to the podcast production: an interview skills training workshop for students interested in hosting a podcast episode and the establishment of the Professionally Psyched advisory board comprising of student representatives from each year level (1-4), HDR students, and academic staff. In this presentation, we will share findings from our research regarding these components. With data collection underway, our discussion will explore how developing student leadership through the workshop and advisory board not only shapes the podcast’s direction but also cultivates a more connected, confident, and professionally engaged student community. It is anticipated that this may strengthen their professional identity, enhances retention, improves post-degree career outcomes, and fosters a more interconnected and resilient community of professionals.

N/A

AusPLAT 2025: Australia Psychology Learning and Teaching Conference: Fostering Wellbeing and Sustainability in Psychology Education

N/A

N/A

N/A

N/A

1